问题 开放性试题

“生命的真谛”

材料一:美国女作家和教育家海伦·凯勒在一岁半的时候,一场重病夺去了她的视力和听力,接着,她又丧失了语言表达能力。然而就在这黑暗而又寂寞的世界里,她竟然学会了读书和说话,并以优异的成绩毕业于美国拉德克利夫学院,成为一个学识渊博的著名作家和教育家。她走遍美国和世界各地,为盲人学校募集资金,把自己的一生献给了盲人福利和教育事业,赢得了世界各国人民的赞扬,并得到许多国家政府的嘉奖。

材料二:近来,中小学生因课业负担过重而自杀的消息时时见诸报端,暴露出当代中小学生对生命轻视和珍爱生命意识的淡薄等弱点。例如,据报道,山西临汾某小学五年级学生恬恬因无法承受“作业过多”的压力而上吊自杀了。

(1)请你运用所学的知识说说材料一和材料二中,海伦·凯勒和这名小学生分别对待生命的态度是怎样的?(2分)

﹙2﹚从两种不同的生命观中,你得到的启示是什么?(4分)

答案

(1)海伦.凯勒对待生命的态度是:肯定、尊重、悦纳自己的生命,并为之不懈努力;不断延伸生命的价值。这些中小学生没有认识到生命的珍贵,不珍爱自己的生命。(2分)

(2)我们应该珍爱生命。①永不放弃生的希望。珍爱生命的人,无论何时何地,无论遇到多大的挫折,都不会轻易放弃生的希望。②肯定生命,尊重生命。在肯定自己的价值、珍爱自己生命的同时,我们应该肯定他人的价值、尊重他人的生命。③延伸生命的价值。生命的意义不在于长短,而在于对社会的贡献。许许多多的人虽然生命已经结束,可他们为社会所作的贡献却让后人受益无穷,就这样他们的生命价值得以延伸。④我们要珍爱生命,让有限的生命焕发光彩,并为之不懈努力,不断延伸生命的价值。(4分)

题目分析:(1)海伦·凯勒面对疾病造成的又聋又哑她并没有屈服,她竟然学会了读书和说话,并成为一个学识渊博的著名作家和教育家。把自己的一生献给了盲人福利和教育事业。表现出她对生命的态度是肯定、尊重、悦纳,并不断延伸生命的价值。而这名小学生因作业过多而自杀,没有认识到生命的珍贵,是不珍爱生命的表现。

(2)我们从中收到的启示是:一方面要珍爱生命,尊重生命,另一方面要延伸生命的价值。然后学生根据所学知识组织答案。

点评:这是常考的一个知识点,把这两个知识点放到一起来考查,合情合理,在历年的中考题中,对这个点考察的也比较多,一般通过感动中国人物或道德模范来考查,有时候也会通过我们周围人的故事来考查这个点。

单项选择题
填空题


It is clear that we are rapidly becoming a global culture. New forms of information technology, intercontinental travel, and the complex nature of economics are all elements in such a change. Japan, an ancient (1) culture, now dominates the West economically while its own traditional (2) is rapidly becoming (3) in the process.
It does not take a great deal of analysis to see the vast interchanges of cultural influences in the world today. The thirst for (4) fashions, popular music, and the other elements of consumer culture (5) great inroads in non-Western lands while the West seeks out everything from the religious traditions of the Ease (6) the art and music these countries produce. In the field of (7) , to cite one conspicuous example, contemporary readers seek books (8) those of the West. Latin American authors, as well as those from Africa, Asia, and India, now find appreciative audiences.
A (9) culture does not mean a unitary or "one world" culture. It does mean that people are increasingly aware of the diversity of culture. World events enter our living rooms so that things that may once have been (10) of as distant (11) now greet us immediately and in color. We may watch those events on a television made in Japan while wearing clothes sewn in Thailand and shoes made in Hungary while snacking (12) food grown in Mexico. Such an economic interdependence reflects the reality of a global banking system, the globalization of the economy, and the increasing (13) of information and information technologies.
(14) has this shrinking of distances (and attitudes) become more clear than in the academic debates over what constitutes a liberal (15) education today. Is it possible (or desirable) to have the Western core of humanities (16) the center-piece of a curriculum The place of non-Western and non-traditional cultures as part of the general (17) of a student is hotly argued in educational circles. The very fact of that discussion (18) to the emergence of a global consciousness with a continued shrinking of parochial attitudes. The (19) that such globalization is hotly debated only emphasizes the profound nature of the (20) taking place in our culture.